The overall impact of the book is that of a much-needed resource to provoke deeper thought about the three issues - ELT, gender and development aid - which it addresses. This is a book that informs deeply about the aid context in general, about the need for locally responsive ELT practices, and about gender in the aid context. However it does more than that. In offering ways to rethink the interplay between space and time, Appleby effectively contributes to long-running debates about context in English language teaching. Additionally, through the insights it offers on the experiences of women teachers in ELT aid contexts, both as teachers and as women, the book also has the potential to 'teach' those of us who may never have considered the political aspects of ELT, gender and aid. It is a book which should be read by all who are responsible for ELT aid programs, by those who teach on aid programs, by anyone interested in issues of language planning and above all, by anyone interested in asking "what would a decolonized, dewhitened, postcolonial English language teaching actually look like?".